{"meta":{"page":1,"per_page":50,"max_per_page":100,"total":23,"total_is_capped":false,"direct_labels_cover":0,"predictions_cover":23,"direct_label_status":"direct model label, unvalidated","prediction_status":"machine_predicted_unvalidated (Codex and Gemma teacher distillation)","score_status":"score_only:v0-immature-baseline (scores rank; they never assert a category)","snapshot":{"source":"OpenAlex, pinned release, all 482 partitions","release":"2026-06-24","frame_built":"2026-07-12"},"query_hash":"cf3784b43473","filters":{"venue":"American Educational Research Journal"}},"results":[{"id":"W2133021806","doi":"10.3102/00028312041002237","title":"What Kind of Citizen? The Politics of Educating for Democracy","year":2004,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":2414,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Ottawa","funders":"","keywords":"Democracy; Citizenship; Politics; Ideology; Good citizenship; Sociology; Democratic education; Citizen journalism; Public administration; Embodied cognition; Citizenship education; Political science; Public relations; Law; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.2451152209378374,"gpt":0.5392834452043358,"spread":0.2941682242664984,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":["sts"],"category_scores_codex":[0.003240842,0.00006555077,0.0001689396,0.0002305712,0.001709701,0.0001036692,0.0005432374,0.0000301475,0.0002102104],"category_scores_gemma":[0.008044546,0.00005234004,0.0001156953,0.0006903493,0.002823913,0.000207651,0.00002437554,0.0004313556,0.000006306435],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005985966,"about_ca_system_score_gemma":0.01300424,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004332339,"about_ca_topic_score_gemma":0.0002238636,"domain_scores_codex":[0.9976629,0.0003844857,0.0003514175,0.000127504,0.0009681239,0.0005055933],"domain_scores_gemma":[0.9929168,0.004805889,0.0003183525,0.0001544785,0.001516464,0.0002880002],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003977039,0.0009238648,0.01034762,0.0000394918,0.0000791865,4.277393e-7,0.1855635,0.00006113946,0.0004665546,0.7457085,0.0233271,0.03344277],"study_design_scores_gemma":[0.0002700743,0.0003493656,0.01379943,0.0001285167,0.00001882014,0.00001941448,0.6211841,0.000001254908,0.0001577169,0.2943121,0.06964485,0.0001143812],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7888368,0.001256429,0.0001135679,0.198522,0.001626139,0.0002356764,0.000008292396,0.00000374404,0.009397374],"genre_scores_gemma":[0.9910437,0.0004730743,0.003304584,0.000194893,0.002414607,0.00002062892,0.000002280726,0.00001140373,0.002534854],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4513964,"threshold_uncertainty_score":0.9998899,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2070616725","doi":"10.3102/00028312037003775","title":"Teachers' Responses to Success for All: How Beliefs, Experiences, and Adaptations Shape Implementation","year":2000,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":306,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Institute for Christian Studies; University of Toronto","funders":"","keywords":"Creativity; Psychology; Resistance (ecology); Autonomy; Mathematics education; Fidelity; Ethnic group; Qualitative research; Intervention (counseling); Pedagogy; Social psychology; Political science; Sociology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1024387651728335,"gpt":0.498906884448058,"spread":0.3964681192752245,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002505934,0.00009033252,0.0001077762,0.0003541414,0.001999954,0.0006491487,0.0003094806,0.00002558981,0.006629277],"category_scores_gemma":[0.001625625,0.00008986321,0.00003881008,0.0007146343,0.0005555029,0.0004549283,0.00002130559,0.0002280924,0.00004884395],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000369557,"about_ca_system_score_gemma":0.005021987,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002336051,"about_ca_topic_score_gemma":0.001244907,"domain_scores_codex":[0.9974853,0.0005595809,0.0002159356,0.0002517087,0.0009431712,0.0005442833],"domain_scores_gemma":[0.9972461,0.001294268,0.00008257071,0.00009654852,0.0006303815,0.0006501498],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.00005901531,0.0001264129,0.03101657,0.000001674357,0.00003342892,4.170054e-7,0.3972694,0.000002454989,0.00005457646,0.004432268,0.08683105,0.4801727],"study_design_scores_gemma":[0.0001514522,0.0001433217,0.393826,0.00001040872,0.000003228613,0.00000770374,0.297125,0.000002605456,0.00001329685,0.0007984518,0.3078123,0.0001061535],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8268462,0.0001802008,0.00006613027,0.1703895,0.000150661,0.0004240417,0.00001027983,0.000009531033,0.001923448],"genre_scores_gemma":[0.9761862,0.0007877914,0.01008249,0.001314159,0.0008942992,0.0004253201,0.00002125966,0.00001258205,0.01027585],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4800665,"threshold_uncertainty_score":0.9992993,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2004225999","doi":"10.3102/00028312038002351","title":"Bullying and Being Bullied: To What Extent Are Bullies Also Victims?","year":2001,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Bullying, Victimization, and Aggression","field":"Psychology","cited_by":205,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Alberta","funders":"","keywords":"Psychology; Developmental psychology; Poison control; Injury prevention; Human factors and ergonomics; Suicide prevention; Occupational safety and health; Cycle of violence; Social psychology; Clinical psychology; Medicine; Environmental health; Domestic violence","retraction":null,"screen_n_in":null,"score":{"opus":0.05939796363301498,"gpt":0.4181818334688778,"spread":0.3587838698358629,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.001494222,0.000198836,0.0002572225,0.000732909,0.001341117,0.0007161192,0.0003809444,0.00006217061,0.006549628],"category_scores_gemma":[0.0008321279,0.0001776481,0.00006683051,0.0009823868,0.0004393112,0.0004555186,0.0001287466,0.0008044404,0.0005392827],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002271114,"about_ca_system_score_gemma":0.0003541004,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0003755987,"about_ca_topic_score_gemma":0.00005031863,"domain_scores_codex":[0.9967963,0.000509538,0.0004075766,0.0004763979,0.000983351,0.0008268181],"domain_scores_gemma":[0.9968799,0.0009973231,0.0002743579,0.000304975,0.0008173048,0.0007261202],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0005651014,0.001070647,0.5181417,0.00002309763,0.000248598,0.0001593522,0.02196433,0.0003357041,0.001188262,0.007661656,0.1569107,0.2917309],"study_design_scores_gemma":[0.0006331728,0.00049495,0.615128,0.0007476945,0.00002372476,0.002138677,0.09268039,0.0000672997,0.00005325902,0.004224292,0.2833372,0.0004713498],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.932318,0.00314872,0.0009235239,0.05638386,0.001174912,0.0002867999,0.000003022719,0.00002440523,0.005736735],"genre_scores_gemma":[0.9734956,0.008699509,0.002812042,0.002033225,0.002115911,0.0001089297,0.0000135311,0.00005598709,0.01066529],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2912595,"threshold_uncertainty_score":0.999959,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2029018199","doi":"10.3102/00028312039001069","title":"Perspectives on Alternative Assessment Reform","year":2002,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Teacher Education and Leadership Studies","field":"Social Sciences","cited_by":191,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Postmodernism; Bureaucracy; Politics; Perspective (graphical); Context (archaeology); Sociology; Engineering ethics; Political science; Epistemology; Engineering; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.4061672703408134,"gpt":0.5775806186178005,"spread":0.1714133482769871,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002256123,0.00008446498,0.0001128279,0.0003700118,0.00154809,0.0002199101,0.0003898761,0.00002083487,0.007894443],"category_scores_gemma":[0.001848194,0.00007223366,0.00006754295,0.0007209412,0.001789748,0.0002204305,0.00002434102,0.0009470875,0.0004938673],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002945051,"about_ca_system_score_gemma":0.0009844996,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.002268024,"about_ca_topic_score_gemma":0.0002111699,"domain_scores_codex":[0.9965325,0.00102572,0.0001611343,0.0002120497,0.001555716,0.0005128677],"domain_scores_gemma":[0.997473,0.001052413,0.0001220512,0.0001297806,0.0008762143,0.0003465159],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.00001203708,0.001058565,0.008914448,0.000001554146,0.00008373172,0.000002211355,0.5736033,0.00000318418,0.00001072033,0.2949308,0.09020258,0.03117676],"study_design_scores_gemma":[0.00008978366,0.0001562616,0.0484825,0.00001483006,0.000002255503,0.000005181837,0.846665,0.000006796062,0.000002137932,0.002977268,0.1015147,0.00008328949],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.08155533,0.0004381122,0.00001633266,0.5686316,0.0004011609,0.0001202239,0.000001926318,0.00001144652,0.3488238],"genre_scores_gemma":[0.9760396,0.001935367,0.0008635246,0.0004898426,0.00273411,0.00003939527,9.070389e-7,0.000009782624,0.01788741],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8944843,"threshold_uncertainty_score":0.9997517,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2124298663","doi":"10.3102/00028312040004929","title":"Effects of a Girls-Only Curriculum During Adolescence: Performance, Persistence, and Engagement in Mathematics and Science","year":2003,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Education, Achievement, and Giftedness","field":"Psychology","cited_by":129,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; University of British Columbia","funders":"","keywords":"Psychology; Mathematics education; Competence (human resources); Academic achievement; Developmental psychology; Curriculum; Girl; Comparability; Anxiety; Context (archaeology); Mathematical anxiety; Social psychology; Pedagogy; Mathematics","retraction":null,"screen_n_in":null,"score":{"opus":0.04303401874091101,"gpt":0.4026248205059886,"spread":0.3595908017650776,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.003068643,0.0001019869,0.0001627026,0.0007918772,0.000522198,0.00007351486,0.0002398485,0.00002045548,0.000146707],"category_scores_gemma":[0.001129657,0.00009121931,0.0000216764,0.001270806,0.001816015,0.0002211614,0.00005078643,0.000511285,0.00000777606],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001604924,"about_ca_system_score_gemma":0.001203458,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0000915483,"about_ca_topic_score_gemma":0.000008963611,"domain_scores_codex":[0.9979689,0.0003240436,0.0002895656,0.0002597227,0.0006853645,0.0004724169],"domain_scores_gemma":[0.9985557,0.000466846,0.0001713865,0.0001531775,0.0004136051,0.0002393119],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001193178,0.0008982364,0.9760688,0.0001763732,0.00001678502,0.000001976508,0.009365939,0.000001034517,0.001421023,0.009465068,0.0001417541,0.002431106],"study_design_scores_gemma":[0.0003870394,0.0001840888,0.9690818,0.0002126581,0.000007075345,0.0001577881,0.02899251,0.00001244535,0.0002872906,0.0004730002,0.0001127314,0.00009162381],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.994884,0.0007601922,0.000008631052,0.0004738068,0.000231123,0.000226962,7.025641e-7,0.000002170631,0.003412398],"genre_scores_gemma":[0.996801,0.0008262951,0.001695966,0.00002655052,0.00008888786,0.00003986354,4.364937e-7,0.000008757081,0.0005122717],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.01962657,"threshold_uncertainty_score":0.6691185,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2942600878","doi":"10.3102/0002831219843292","title":"Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability","year":2019,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Grit, Self-Efficacy, and Motivation","field":"Psychology","cited_by":125,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; Brock University","funders":"Division of Information and Intelligent Systems; National Institute on Aging; Division of Research on Learning in Formal and Informal Settings; John Templeton Foundation; Bill and Melinda Gates Foundation","keywords":"Graduation (instrument); Test (biology); Psychology; Predictive validity; Academic achievement; Cognition; Entrance exam; Sample (material); Cognitive test; Clinical psychology; Developmental psychology; Psychiatry","retraction":null,"screen_n_in":null,"score":{"opus":0.03346737175105882,"gpt":0.3606858753645194,"spread":0.3272185036134606,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.00126497,0.0001480665,0.0002620822,0.0004284998,0.0003368675,0.00004136622,0.00024727,0.00006575829,0.001290991],"category_scores_gemma":[0.005264618,0.0001072986,0.0000810672,0.0007093639,0.0006124051,0.0001848911,0.00004300596,0.0005928234,0.00005325229],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001352044,"about_ca_system_score_gemma":0.0006755043,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001706034,"about_ca_topic_score_gemma":0.00004323333,"domain_scores_codex":[0.9969841,0.0009635309,0.0004474353,0.0003102294,0.0009876883,0.0003069642],"domain_scores_gemma":[0.9913993,0.005910243,0.0006753433,0.0002815972,0.001443629,0.0002898591],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002483296,0.001536687,0.9644012,0.00002456115,0.0001841667,5.251139e-7,0.002225392,0.00001337086,0.001698378,0.0008611649,0.02774918,0.001057055],"study_design_scores_gemma":[0.0006573381,0.0006624193,0.9848285,0.0002502321,0.00003920593,0.00001806272,0.01062619,0.0000262577,0.000259297,0.002222275,0.0003174124,0.00009278226],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9795424,0.0001016913,0.0000132148,0.0188955,0.0001949308,0.0006597313,0.0001656004,0.000009559235,0.0004173952],"genre_scores_gemma":[0.9985393,0.00004277014,0.0001430034,0.0002725078,0.0004264849,0.0000488935,0.00005026752,0.00001959116,0.0004572165],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.02743177,"threshold_uncertainty_score":0.999622,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W1975665298","doi":"10.3102/0002831209351563","title":"Black Male Teachers as Role Models: Resisting the Homogenizing Impulse of Gender and Racial Affiliation","year":2009,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Gender Roles and Identity Studies","field":"Social Sciences","cited_by":96,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"Western University","funders":"","keywords":"Transformative learning; Impulse (physics); Sociology; Queer; Psychology; Racism; Representation (politics); Gender studies; Social psychology; Pedagogy; Political science; Politics","retraction":null,"screen_n_in":null,"score":{"opus":0.1096045539803472,"gpt":0.4310751282117474,"spread":0.3214705742314002,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002815706,0.00006402043,0.000110701,0.0001571014,0.001976551,0.0001957186,0.0002591125,0.00002323315,0.0000792202],"category_scores_gemma":[0.001743787,0.00005172543,0.0000551395,0.0004806715,0.0006664753,0.0002829094,0.00004806062,0.0003737558,0.0000114545],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000175482,"about_ca_system_score_gemma":0.001017934,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.00298769,"about_ca_topic_score_gemma":0.000486972,"domain_scores_codex":[0.99772,0.0005431506,0.0002060697,0.0001434751,0.001020958,0.0003663524],"domain_scores_gemma":[0.9986786,0.0003263663,0.0001600592,0.00009100194,0.0005928437,0.0001511031],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"qualitative","study_design_scores_codex":[0.0001369689,0.0005314207,0.06172101,0.00001440739,0.0002244465,0.000004367751,0.6467592,0.0009352845,0.00262238,0.07992782,0.05452979,0.1525929],"study_design_scores_gemma":[0.0001346872,0.0001142763,0.2099217,0.00001689051,0.0000158105,0.00001812748,0.7133572,0.0002181287,0.00002443591,0.0722942,0.003785938,0.00009869967],"study_design_candidate":"qualitative","study_design_consensus":"qualitative","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9337019,0.001351315,0.00005221794,0.03709439,0.00006121791,0.0001233466,0.000001923269,0.000003546946,0.02761009],"genre_scores_gemma":[0.9954449,0.00146456,0.0004825599,0.0001363058,0.0006787102,0.000004016241,0.000001088596,0.000004828365,0.00178303],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1524942,"threshold_uncertainty_score":0.9993227,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2061619245","doi":"10.3102/0002831215574576","title":"“If We Can’t Do It, Our Children Will Do It One Day”","year":2015,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Education and experiences of immigrants and refugees","field":"Social Sciences","cited_by":82,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Windsor","funders":"","keywords":"Grounded theory; Immigration; Thematic analysis; Narrative; Salience (neuroscience); Qualitative research; Social psychology; Psychology; Coding (social sciences); Sociology; Developmental psychology; Social science; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.1037108146967618,"gpt":0.4790470929424646,"spread":0.3753362782457028,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.004017251,0.0001373417,0.0002083598,0.0003807971,0.001755407,0.0006943961,0.0008907562,0.00005853075,0.001808502],"category_scores_gemma":[0.002792161,0.0001123674,0.0001012505,0.001077267,0.001319913,0.0005175156,0.00007303927,0.0007391143,0.0003050281],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0005329393,"about_ca_system_score_gemma":0.008586849,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.009302269,"about_ca_topic_score_gemma":0.001649762,"domain_scores_codex":[0.9952847,0.0008737358,0.0003409347,0.0003043094,0.002364372,0.0008319205],"domain_scores_gemma":[0.996591,0.0003738826,0.0002054474,0.0002235615,0.001246368,0.001359774],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00002508268,0.0005198229,0.02120936,0.000001807129,0.00005908987,0.00000162582,0.0785289,0.000009314428,0.00001564526,0.01528294,0.846018,0.03832845],"study_design_scores_gemma":[0.0001675598,0.0001282398,0.01489676,0.00005091154,0.000005074732,0.00002247016,0.3408254,0.000001281124,0.000006456157,0.004390177,0.6393515,0.0001541667],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.2029103,0.001381948,0.00002061543,0.7568113,0.00129351,0.0002279978,0.00001510985,0.00001389842,0.03732532],"genre_scores_gemma":[0.9677038,0.004581415,0.000764071,0.001433881,0.005349229,0.00003415759,0.00001169683,0.00001643968,0.02010528],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.7647936,"threshold_uncertainty_score":0.9995441,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2148155576","doi":"10.3102/0002831208320243","title":"Student Diversity and Secondary School Change in a Context of Increasingly Standardized Reform","year":2008,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Educator Training and Historical Pedagogy","field":"Social Sciences","cited_by":58,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"","keywords":"Diversity (politics); Context (archaeology); Standardization; Affect (linguistics); Political science; Context effect; Ethnography; Pedagogy; Sociology; Public administration; Public relations; Geography","retraction":null,"screen_n_in":null,"score":{"opus":0.2508450003963589,"gpt":0.4899957475664499,"spread":0.239150747170091,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.00288433,0.00006278884,0.0002030136,0.0004068315,0.002284209,0.00002668226,0.0002782368,0.00003188313,0.0006038304],"category_scores_gemma":[0.001749457,0.00006012491,0.00004298329,0.000576392,0.002192024,0.0002353966,0.0001651764,0.0006701942,0.000007449044],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00190771,"about_ca_system_score_gemma":0.004474689,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.09193683,"about_ca_topic_score_gemma":0.005856511,"domain_scores_codex":[0.9974717,0.0006445881,0.0002177731,0.0001495919,0.001146466,0.0003699026],"domain_scores_gemma":[0.9979938,0.0007463424,0.0001315266,0.00008382702,0.000554912,0.0004896525],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001117595,0.000288367,0.770512,0.000004543236,0.00002056068,0.00000947761,0.2100034,4.745818e-8,0.00001543711,0.004239259,0.002009282,0.01278589],"study_design_scores_gemma":[0.000341568,0.0001666999,0.793941,0.00002504494,0.00000244938,0.00002570553,0.1850176,2.424314e-7,0.00000161017,0.0004776678,0.01993942,0.00006105481],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.971687,0.0009108357,8.497382e-7,0.009199282,0.0001781751,0.0001148741,0.000007433644,0.000003452297,0.01789809],"genre_scores_gemma":[0.9964338,0.001972845,0.0002320944,0.000201782,0.0006338498,0.00001142149,0.00000128396,0.000005393862,0.000507533],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.08608031,"threshold_uncertainty_score":0.9990147,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W3008194495","doi":"10.3102/0002831220908800","title":"A Model for Assessment in Play-Based Kindergarten Education","year":2020,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Education Methods and Practices","field":"Social Sciences","cited_by":48,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":true,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University; University of Toronto","funders":"Social Sciences and Humanities Research Council of Canada","keywords":"Psychology; Authentic assessment; Negotiation; Alternative assessment; Pedagogy; Mathematics education; Assessment for learning; Early childhood education; Formative assessment; Sociology; Curriculum","retraction":null,"screen_n_in":null,"score":{"opus":0.4615524038740341,"gpt":0.6374439133186337,"spread":0.1758915094445996,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.005630628,0.00007744907,0.0001353138,0.0003016761,0.0008672555,0.0002986623,0.0003934949,0.00003591433,0.0006742801],"category_scores_gemma":[0.007732926,0.00007834469,0.00006464931,0.000986204,0.0004073129,0.0004191592,0.00001678561,0.0007094881,0.00002115991],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.00053021,"about_ca_system_score_gemma":0.03437586,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001137719,"about_ca_topic_score_gemma":0.0005152897,"domain_scores_codex":[0.9967056,0.001390794,0.0002834281,0.0002295952,0.0009528369,0.0004377473],"domain_scores_gemma":[0.9941254,0.004029954,0.0002250643,0.00009954547,0.0009878429,0.0005321614],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0003327946,0.002696482,0.1578974,0.00005731168,0.00006067847,0.000001288439,0.07926543,0.005045802,0.0007313808,0.2565425,0.2627918,0.2345771],"study_design_scores_gemma":[0.0008595237,0.0005060054,0.0852434,0.00009098584,0.00002246425,0.000005955108,0.2082324,0.06032483,0.00002464078,0.08208332,0.562144,0.0004624361],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.09623949,0.0002166584,0.02703896,0.8518818,0.0004950124,0.0006829352,0.00001146645,0.00001148279,0.02342222],"genre_scores_gemma":[0.8096455,0.0001870934,0.1828524,0.004073064,0.001719358,0.0002492268,0.00001416722,0.00001451246,0.001244602],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.8478087,"threshold_uncertainty_score":0.9710984,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2901823699","doi":"10.3102/0002831218804496","title":"Politicization in Process: Developing Political Concepts, Practices, Epistemologies, and Identities Through Activist Engagement","year":2018,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Service-Learning and Community Engagement","field":"Social Sciences","cited_by":47,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto; University of Manitoba","funders":"","keywords":"Politics; Process (computing); Sociocultural evolution; Sociology; Identity (music); Epistemology; Sociocultural perspective; Identity formation; Social science; Political science; Self-concept; Law; Anthropology","retraction":null,"screen_n_in":null,"score":{"opus":0.3038784618322298,"gpt":0.5827274347626494,"spread":0.2788489729304197,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.005475525,0.00008700897,0.000131992,0.0002479544,0.002519844,0.000445749,0.0004049188,0.00003406516,0.0003821498],"category_scores_gemma":[0.01089228,0.00008724491,0.00001866021,0.0007902479,0.00240008,0.0006544904,0.000125848,0.0009607468,0.0000341254],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009602397,"about_ca_system_score_gemma":0.003928504,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01574141,"about_ca_topic_score_gemma":0.001981366,"domain_scores_codex":[0.9942997,0.003583159,0.0002494355,0.0001846736,0.0009710682,0.00071193],"domain_scores_gemma":[0.9956109,0.002822069,0.0002638755,0.000127784,0.0009784105,0.000196997],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"qualitative","study_design_scores_codex":[0.00003685405,0.0002063231,0.07139466,0.00003326634,0.00003852548,0.000004457786,0.0622646,0.000002603927,0.00001857865,0.8581534,0.002800041,0.005046679],"study_design_scores_gemma":[0.0002144819,0.0002241962,0.1212275,0.0001468509,0.000007228558,0.00003215184,0.6947947,0.00001476599,0.00004914129,0.08363141,0.09948698,0.0001706863],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7973679,0.0002013696,0.000260654,0.06762182,0.0002270392,0.0002073543,0.000001690437,0.0000181282,0.1340941],"genre_scores_gemma":[0.9935618,0.0005367407,0.002481334,0.001125661,0.0008690099,0.0000347886,0.000005843769,0.000009942938,0.001374867],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.774522,"threshold_uncertainty_score":0.9987788,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2908897478","doi":"10.3102/0002831218817737","title":"Starting Early: The Benefits of Attending Early Childhood Education Programs at Age 3","year":2019,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Early Childhood Education and Development","field":"Social Sciences","cited_by":45,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":false,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"","funders":"Institute of Education Sciences","keywords":"Early childhood; Early childhood education; Psychology; Developmental psychology; Quarter (Canadian coin); Academic achievement; Academic skills; Mathematics education","retraction":null,"screen_n_in":null,"score":{"opus":0.05456206171721197,"gpt":0.3923208464544334,"spread":0.3377587847372215,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.003587382,0.0001208158,0.0001789496,0.0003414167,0.001680574,0.0003576326,0.0006868484,0.0000420025,0.00140027],"category_scores_gemma":[0.00126125,0.00009602233,0.0001053856,0.001359936,0.0008545165,0.0003589926,0.0001124473,0.0006549496,0.0004502862],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0007293029,"about_ca_system_score_gemma":0.009115878,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004413282,"about_ca_topic_score_gemma":0.0004440324,"domain_scores_codex":[0.9959823,0.0007280403,0.0004321634,0.0002609419,0.001904366,0.0006921769],"domain_scores_gemma":[0.99702,0.0008424173,0.0004109127,0.0002635437,0.001061165,0.0004019312],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00001353037,0.0004493689,0.7413111,0.000004768406,0.00004973902,2.282276e-7,0.1130093,0.000009567946,0.00006605893,0.02053271,0.007205486,0.1173481],"study_design_scores_gemma":[0.000104507,0.0001357882,0.9403928,0.00009844539,0.00000534771,0.000005751584,0.04172432,4.185983e-7,0.00002677658,0.003757872,0.01363123,0.0001167452],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9523573,0.0003639183,0.000001548527,0.0230943,0.0007741985,0.0005228156,0.000001881645,0.00001092481,0.02287311],"genre_scores_gemma":[0.987287,0.0002518845,0.0008168149,0.0003465905,0.001250637,0.00004895686,0.00001200995,0.00002008608,0.009966021],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.1990817,"threshold_uncertainty_score":0.9996191,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2106836754","doi":"10.3102/00028312040003769","title":"Effect of Paced and Unpaced Practice on Skill Application and Retention: How Much Is Enough?","year":2003,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Innovative Teaching and Learning Methods","field":"Psychology","cited_by":39,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Université du Québec à Montréal","funders":"","keywords":"Psychology; Fluency; Grade retention; Mastery learning; Term (time); Mathematics education; Academic achievement; Developmental psychology","retraction":null,"screen_n_in":null,"score":{"opus":0.06507209229805247,"gpt":0.5234066880034162,"spread":0.4583345957053637,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.01251984,0.0001166145,0.00020317,0.0003661746,0.0004183281,0.00007649905,0.0001061563,0.00004906597,0.0002973837],"category_scores_gemma":[0.01140292,0.00009625099,0.00003603534,0.0006865619,0.00060462,0.0001186725,0.0000184287,0.001165157,0.00002408106],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0000968259,"about_ca_system_score_gemma":0.0002338854,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.0001108648,"about_ca_topic_score_gemma":6.457621e-7,"domain_scores_codex":[0.9905499,0.008103929,0.0001918357,0.0002904545,0.0005581821,0.0003056831],"domain_scores_gemma":[0.9908224,0.007814473,0.0003333719,0.000216481,0.0006602083,0.0001531169],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"observational","study_design_scores_codex":[0.001812489,0.001023451,0.05636534,0.00009101304,0.0005258106,0.000009466985,0.02388739,0.00000350249,0.01866139,0.2351265,0.05834376,0.6041499],"study_design_scores_gemma":[0.003485409,0.01300945,0.531965,0.0002086333,0.0001155675,0.002213578,0.04285455,0.00005149337,0.006666157,0.0089709,0.3898344,0.0006248848],"study_design_candidate":"design_other","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9413633,0.0004275042,0.001709463,0.03348508,0.0001791993,0.0002489172,0.0000032273,0.00000683359,0.02257643],"genre_scores_gemma":[0.989055,0.00009779945,0.006528559,0.0002807119,0.0002097005,0.00004449626,0.000004192013,0.00001806524,0.003761524],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.603525,"threshold_uncertainty_score":0.9969245,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2062934603","doi":"10.3102/00028312037001093","title":"The Construction of Teachers' Paradoxical Interests by Teacher Union Leaders","year":2000,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Labor Movements and Unions","field":"Social Sciences","cited_by":36,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Construct (python library); Dialectic; Government (linguistics); Sociology; Public relations; Welfare; Economic Justice; Political science; Law; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.05458025078740911,"gpt":0.4426539055477931,"spread":0.388073654760384,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":["sts"],"category_scores_codex":[0.002640563,0.00005554377,0.000081688,0.00008122619,0.00149059,0.0001288542,0.0003730242,0.0000295743,0.003685751],"category_scores_gemma":[0.0008261539,0.00003909329,0.00005110165,0.0005278372,0.004329695,0.0001675853,0.00001544769,0.0005762171,0.00001883809],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000251106,"about_ca_system_score_gemma":0.001157314,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004813609,"about_ca_topic_score_gemma":0.0007607217,"domain_scores_codex":[0.9970967,0.001259493,0.0002135195,0.0001112726,0.0009337249,0.0003853234],"domain_scores_gemma":[0.9984919,0.0007633916,0.00009551977,0.0001113486,0.0003096481,0.0002281556],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00004107874,0.0003328499,0.02671052,6.180395e-7,0.00006149357,4.363752e-7,0.01035254,0.00000330116,0.000289308,0.1069612,0.1905813,0.6646653],"study_design_scores_gemma":[0.0001328079,0.0001104069,0.1049136,0.00001576573,0.000004364752,0.000007911455,0.07437945,0.000003951351,0.00003075516,0.005881021,0.8144527,0.00006729285],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8957794,0.0002541702,0.00002149297,0.08023624,0.0001730813,0.0000927182,0.000004888695,0.000004222548,0.02343376],"genre_scores_gemma":[0.9774011,0.001827028,0.0002292955,0.0001419113,0.0005084786,0.000008945597,0.000003944043,0.000006678779,0.01987261],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.664598,"threshold_uncertainty_score":0.9998093,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2619633496","doi":"10.3102/0002831217705060","title":"Are Charter Schools Safer in Deindustrialized Cities With High Rates of Crime? Testing Hypotheses in Detroit","year":2017,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Education Discipline and Inequality","field":"Social Sciences","cited_by":33,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Charter; SAFER; Charter school; School choice; Political science; Psychology; Computer security","retraction":null,"screen_n_in":null,"score":{"opus":0.4023465719464593,"gpt":0.5284833973948894,"spread":0.1261368254484301,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch"],"consensus_categories":[],"category_scores_codex":[0.004312365,0.0000892534,0.0002510838,0.0004719774,0.0009742153,0.0003763147,0.0006075333,0.00003959035,0.0007173686],"category_scores_gemma":[0.02597417,0.00007495363,0.0000327447,0.0006770947,0.00143386,0.0006073343,0.00005496178,0.0007210371,0.00001768872],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003706463,"about_ca_system_score_gemma":0.004722473,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.02612872,"about_ca_topic_score_gemma":0.005566937,"domain_scores_codex":[0.9970877,0.0009040476,0.0003986956,0.0001871719,0.000945686,0.0004767285],"domain_scores_gemma":[0.9956053,0.00210183,0.0006731577,0.0002488753,0.001157418,0.0002134563],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.00007318662,0.0002137743,0.9871526,0.000005239036,0.00001077338,0.000002400071,0.002890384,0.000006358007,0.00008260517,0.004478701,0.00241546,0.002668477],"study_design_scores_gemma":[0.0003527519,0.0000726251,0.9270396,0.0002059354,0.000002172513,0.000002652864,0.06225556,0.000001999582,0.000112861,0.008969043,0.0008998539,0.00008498575],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9621188,0.00005985291,0.000002487388,0.0291662,0.0001246638,0.000167929,0.000006931788,0.000002497593,0.008350664],"genre_scores_gemma":[0.9965542,0.00008154915,0.0009608765,0.0001062369,0.0008686283,0.00004429914,0.000001819142,0.000009754147,0.001372635],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.06011308,"threshold_uncertainty_score":0.9822305,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2146102830","doi":"10.3102/00028312041002401","title":"Epistemological Appropriation in One High School Student’s Learning in Cooperative Education","year":2004,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Educational Strategies and Epistemologies","field":"Psychology","cited_by":26,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University","funders":"","keywords":"Appropriation; Mirroring; Coaching; Situated; Pedagogy; Situated learning; Psychology; Learning theory; Epistemology; Mathematics education; Social psychology; Computer science","retraction":null,"screen_n_in":null,"score":{"opus":0.1099896493571153,"gpt":0.46700914419683,"spread":0.3570194948397147,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["insufficient_payload"],"consensus_categories":[],"category_scores_codex":[0.002553002,0.000172434,0.0002959212,0.0008685166,0.0003753839,0.0002122036,0.0004685474,0.00009945488,0.002362202],"category_scores_gemma":[0.002404415,0.0001626558,0.00005553358,0.001517225,0.0005797513,0.0003137354,0.00006937674,0.002014228,0.0005659044],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.002199285,"about_ca_system_score_gemma":0.00551804,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007650475,"about_ca_topic_score_gemma":0.0006424241,"domain_scores_codex":[0.9960089,0.001361081,0.0006361204,0.0004505804,0.0008448589,0.0006984798],"domain_scores_gemma":[0.9974645,0.001084507,0.0002542978,0.0002042677,0.0007128136,0.0002795889],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0002336056,0.005020733,0.7296332,0.00001256144,0.00006134003,0.00001900135,0.005004784,0.004607421,0.000319572,0.2448342,0.002172248,0.008081428],"study_design_scores_gemma":[0.0006161733,0.0004768809,0.9195374,0.00008442522,0.000002987939,0.0001164584,0.05199884,0.00000201614,0.00001031448,0.02624853,0.0007473312,0.0001586678],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9481397,0.0005627385,0.00005602438,0.03281322,0.0007212666,0.0003837093,0.000002197585,0.00001243042,0.01730869],"genre_scores_gemma":[0.9924574,0.0002635298,0.001463674,0.0003291866,0.00096205,0.0003731677,0.00004842894,0.00001986827,0.004082705],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2185856,"threshold_uncertainty_score":0.9989577,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2036939890","doi":"10.3102/00028312040001123","title":"Practicing Democracy in the Margins of School: The Teenage Parents Program as Feminist Counterpublic","year":2003,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":18,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":true},"ca_institutions":"University of British Columbia","funders":"","keywords":"Subaltern; Democracy; Sociology; Ethnography; Power (physics); Gender studies; Public relations; Political science; Politics; Law","retraction":null,"screen_n_in":null,"score":{"opus":0.1232153833834997,"gpt":0.525937493294205,"spread":0.4027221099107053,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":[],"category_scores_codex":[0.005944,0.00007770898,0.0001053497,0.0001559703,0.001451688,0.0005136763,0.0007414038,0.00002573269,0.0008507797],"category_scores_gemma":[0.02564802,0.00004392611,0.00006117302,0.00155681,0.001444701,0.0002932985,0.00002384733,0.0008064745,0.0001090377],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0003970466,"about_ca_system_score_gemma":0.004794798,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01137816,"about_ca_topic_score_gemma":0.001319238,"domain_scores_codex":[0.9951402,0.002362729,0.0002912629,0.0001399827,0.001568117,0.000497726],"domain_scores_gemma":[0.9959785,0.002207501,0.0002654888,0.0001859369,0.00110529,0.000257334],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00006487936,0.003452579,0.1963363,0.00001390131,0.00009451497,0.000007450343,0.2688015,0.00001710943,0.0001007529,0.230474,0.2780802,0.02255693],"study_design_scores_gemma":[0.00009460099,0.00005185339,0.1182832,0.00002039136,0.000003989661,0.00005252218,0.3643081,0.000002164154,0.00000398996,0.001287924,0.5158446,0.00004660059],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7240977,0.0001797966,7.526514e-7,0.1485014,0.0003690573,0.0004953922,0.000002533965,0.000004495657,0.1263488],"genre_scores_gemma":[0.9954315,0.0004819411,0.0004922126,0.001318364,0.0002963414,0.00007951206,0.000003108618,0.000005671255,0.001891344],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2713338,"threshold_uncertainty_score":0.9998483,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2773036652","doi":"10.3102/0002831216678320","title":"Knowledge Globalization Within and Across the People’s Republic of China and the United States","year":2016,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Global Education and Multiculturalism","field":"Social Sciences","cited_by":13,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Globalization; China; Internationalization; Scholarship; Political science; Comparative research; Sociology; Economic growth; Political economy; Social science; Law; Economics; International trade","retraction":null,"screen_n_in":null,"score":{"opus":0.0522526540843072,"gpt":0.4627593631652162,"spread":0.410506709080909,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts"],"consensus_categories":["sts"],"category_scores_codex":[0.004201313,0.00005937244,0.00009737669,0.00007855078,0.001524785,0.0002531511,0.0002827074,0.00001961367,0.0001365928],"category_scores_gemma":[0.008826226,0.0000250884,0.00002661529,0.001041909,0.004563754,0.0001988059,0.00006772245,0.0001783172,0.000005961502],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0001376304,"about_ca_system_score_gemma":0.0008708315,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01837452,"about_ca_topic_score_gemma":0.00464996,"domain_scores_codex":[0.9975533,0.001294742,0.0002030347,0.0001159009,0.0005571369,0.0002759016],"domain_scores_gemma":[0.9960434,0.001947444,0.0001968351,0.0001098691,0.001501677,0.0002008122],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"qualitative","study_design_gemma":"observational","study_design_scores_codex":[0.00009247959,0.0001367527,0.02210117,0.000006483999,0.00005204801,1.243459e-7,0.6853119,0.000006497385,0.00005378067,0.2339198,0.04172218,0.01659685],"study_design_scores_gemma":[0.0005724813,0.00004553032,0.5031298,0.00004365951,0.00000666198,0.00003619592,0.3432761,0.00005504851,0.000008969448,0.00868775,0.144062,0.00007583671],"study_design_candidate":"qualitative","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.7997345,0.0003907304,0.000009686322,0.1982261,0.0001850419,0.0001433335,0.000007804998,0.00000322196,0.00129957],"genre_scores_gemma":[0.9930154,0.004059697,0.00006453826,0.0002600231,0.0002458847,0.000015592,0.000004520085,0.000003752523,0.002330572],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.4810286,"threshold_uncertainty_score":0.9997751,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4247049900","doi":"10.2307/1163473","title":"The Construction of Teachers' Paradoxical Interests by Teacher Union Leaders","year":2000,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Labor Movements and Unions","field":"Social Sciences","cited_by":4,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of British Columbia","funders":"","keywords":"Construct (python library); Dialectic; Government (linguistics); Sociology; Public relations; Economic Justice; Political science; Law; Epistemology","retraction":null,"screen_n_in":null,"score":{"opus":0.05458025078740911,"gpt":0.4426539055477931,"spread":0.388073654760384,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts","insufficient_payload"],"consensus_categories":["sts"],"category_scores_codex":[0.002640563,0.00005554377,0.000081688,0.00008122619,0.00149059,0.0001288542,0.0003730242,0.0000295743,0.003685751],"category_scores_gemma":[0.0008261539,0.00003909329,0.00005110165,0.0005278372,0.004329695,0.0001675853,0.00001544769,0.0005762171,0.00001883809],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.000251106,"about_ca_system_score_gemma":0.001157314,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.004813609,"about_ca_topic_score_gemma":0.0007607217,"domain_scores_codex":[0.9970967,0.001259493,0.0002135195,0.0001112726,0.0009337249,0.0003853234],"domain_scores_gemma":[0.9984919,0.0007633916,0.00009551977,0.0001113486,0.0003096481,0.0002281556],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"design_other","study_design_gemma":"not_applicable","study_design_scores_codex":[0.00004107874,0.0003328499,0.02671052,6.180395e-7,0.00006149357,4.363752e-7,0.01035254,0.00000330116,0.000289308,0.1069612,0.1905813,0.6646653],"study_design_scores_gemma":[0.0001328079,0.0001104069,0.1049136,0.00001576573,0.000004364752,0.000007911455,0.07437945,0.000003951351,0.00003075516,0.005881021,0.8144527,0.00006729285],"study_design_candidate":"not_applicable","study_design_consensus":null,"genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8957794,0.0002541702,0.00002149297,0.08023624,0.0001730813,0.0000927182,0.000004888695,0.000004222548,0.02343376],"genre_scores_gemma":[0.9774011,0.001827028,0.0002292955,0.0001419113,0.0005084786,0.000008945597,0.000003944043,0.000006678779,0.01987261],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.664598,"threshold_uncertainty_score":0.9998093,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W2067627826","doi":"10.3102/00028312040001177","title":"Several Bridges Too Far: A Commentary on Richard S. Prawat’s “Dewey Meets the ‘Mozart of Psychology’ in Moscow: The Untold Story,” in <i>American Educational Research Journal,</i> Fall 2000","year":2003,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Innovative Education and Learning Practices","field":"Social Sciences","cited_by":3,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Columbia College","funders":"","keywords":"MOZART; Educational psychology; Psychology; Educational research; Sociology; Psychoanalysis; Pedagogy; History; Art history","retraction":null,"screen_n_in":null,"score":{"opus":0.1792890042927367,"gpt":0.5380023759192405,"spread":0.3587133716265037,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["metaresearch","sts","research_integrity","insufficient_payload"],"consensus_categories":["metaresearch","sts"],"category_scores_codex":[0.03004542,0.0002121709,0.0003361241,0.001382161,0.003096569,0.0004418098,0.001551652,0.00006866622,0.00176253],"category_scores_gemma":[0.01839812,0.0001519658,0.0001100281,0.004935963,0.005668573,0.0005661991,0.00007434101,0.005676291,0.0001214345],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.001902133,"about_ca_system_score_gemma":0.01276309,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.01448444,"about_ca_topic_score_gemma":0.005667377,"domain_scores_codex":[0.9752299,0.01927061,0.0007518404,0.0004199083,0.003130632,0.001197079],"domain_scores_gemma":[0.9807659,0.0153265,0.0007894284,0.0004358276,0.002327521,0.0003548308],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"not_applicable","study_design_gemma":"not_applicable","study_design_scores_codex":[0.0002024679,0.002063337,0.1719161,0.000005173247,0.00007526867,0.000004541037,0.04233531,0.000177022,0.00008198601,0.0313321,0.7438955,0.007911193],"study_design_scores_gemma":[0.0002744811,0.0002890498,0.2972297,0.00004744866,0.000003777615,0.00005415995,0.08518215,0.000005576852,0.000009381002,0.001559795,0.6152291,0.0001153677],"study_design_candidate":"not_applicable","study_design_consensus":"not_applicable","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.3927396,0.0005744477,0.000006684509,0.5830006,0.0007956384,0.0003739938,0.000006519662,0.00000288796,0.02249961],"genre_scores_gemma":[0.9728576,0.002587973,0.0005704885,0.01480768,0.001636474,0.0001441773,0.000009500819,0.00003062741,0.007355492],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.580118,"threshold_uncertainty_score":0.99915,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W7083576837","doi":"10.3102/00028312251361169","title":"“Le Voy a Adelantar el Camino”: Mothers Paving the Way Through Linguistic Motherwork in Bilingual Kindergarten Classrooms","year":2025,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Geochemistry and Geologic Mapping","field":"Computer Science","cited_by":1,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Ethnography; Narrative; Bilingual education; Discourse analysis; Language acquisition; Neuroscience of multilingualism","retraction":null,"screen_n_in":null,"score":{"opus":0.03457905298268193,"gpt":0.3695357819927636,"spread":0.3349567290100817,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.002088792,0.0001375603,0.0001805955,0.0002326628,0.000755023,0.0002772523,0.001592135,0.00004803177,0.000131799],"category_scores_gemma":[0.004120458,0.0001044744,0.00007832195,0.001685431,0.0006200618,0.0001595225,0.00026158,0.001245785,0.000027771],"about_ca_system_candidate":false,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0002246332,"about_ca_system_score_gemma":0.004063262,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.001188199,"about_ca_topic_score_gemma":0.0001807194,"domain_scores_codex":[0.9974095,0.0005159465,0.0003577339,0.0003758697,0.0006678409,0.0006730816],"domain_scores_gemma":[0.9964265,0.002305465,0.0001542664,0.0004662171,0.0005271287,0.0001203788],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"theoretical_or_conceptual","study_design_gemma":"theoretical_or_conceptual","study_design_scores_codex":[0.00008968361,0.001140983,0.0899184,0.00007173009,0.0002632155,0.00009880659,0.03152196,0.005427944,0.00164172,0.7763265,0.0273437,0.06615534],"study_design_scores_gemma":[0.000937764,0.0002445263,0.1402354,0.0005370242,0.00001317129,0.0004213733,0.03101772,0.01564961,0.0004413336,0.5621129,0.2478261,0.0005630686],"study_design_candidate":"theoretical_or_conceptual","study_design_consensus":"theoretical_or_conceptual","genre_codex":"commentary","genre_gemma":"empirical","genre_scores_codex":[0.2868018,0.00148298,0.05280313,0.3859921,0.001520269,0.0006019496,0.000005066095,0.00006326698,0.2707295],"genre_scores_gemma":[0.9885908,0.0001008618,0.004802892,0.001004107,0.0004741224,0.00002639753,0.00000191645,0.000005145977,0.004993772],"genre_candidate":"empirical","genre_consensus":null,"teacher_disagreement_score":0.701789,"threshold_uncertainty_score":0.7208052,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4409833615","doi":"10.3102/00028312251331025","title":"The Impact of a Severe Drought on Girls’ Attendance and Learning","year":2025,"lang":"en","type":"article","venue":"American Educational Research Journal","topic":"Poverty, Education, and Child Welfare","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"Queen's University; Carleton University","funders":"","keywords":"Attendance; Psychology; Mathematics education; Economics; Economic growth","retraction":null,"screen_n_in":null,"score":{"opus":0.03232145737358685,"gpt":0.4413981737690131,"spread":0.4090767163954262,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":["sts"],"consensus_categories":[],"category_scores_codex":[0.002536457,0.00006440811,0.000100939,0.0001677905,0.003512613,0.0001855153,0.0003384317,0.0000216357,0.0002256543],"category_scores_gemma":[0.003660249,0.00004405044,0.00006999453,0.0008268628,0.001369746,0.0001403531,0.00002448519,0.0006981343,0.0000109606],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0004052888,"about_ca_system_score_gemma":0.005923665,"about_ca_topic_candidate":true,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.007298635,"about_ca_topic_score_gemma":0.0006910667,"domain_scores_codex":[0.9976881,0.0009876211,0.0001671502,0.0001296967,0.0006586777,0.0003687967],"domain_scores_gemma":[0.9958646,0.00308971,0.0001326864,0.000111555,0.0006279777,0.0001734425],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0001368143,0.0003245995,0.5976768,0.000008609891,0.0001545551,6.047449e-7,0.01762041,0.0001118264,0.00004862224,0.09542264,0.1590589,0.1294356],"study_design_scores_gemma":[0.0001006287,0.0001337717,0.8382998,0.00005682436,0.000003329595,0.00000764367,0.02189214,0.0000100772,0.000004067487,0.009438087,0.1299981,0.00005557862],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.8449461,0.001655711,0.000006620126,0.06872579,0.0002104299,0.0001049086,0.000003706878,0.000003917807,0.0843428],"genre_scores_gemma":[0.9763361,0.004495384,0.00007225188,0.0001054502,0.0004713508,0.000008705692,0.000001771893,0.000004800898,0.01850417],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.2406229,"threshold_uncertainty_score":0.9997118,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null},{"id":"W4401174570","doi":"10.3102/00028312261430679","title":"Impacts of Targeted Instruction with Mobile-Based Support on Teachers and Students in Rural Côte d’Ivoire","year":2024,"lang":"en","type":"preprint","venue":"American Educational Research Journal","topic":"Child Development and Digital Technology","field":"Social Sciences","cited_by":0,"is_retracted":false,"has_abstract":true,"routes":{"ca_aff":true,"ca_fund":false,"ca_venue":false,"about_ca":false},"ca_institutions":"University of Toronto","funders":"","keywords":"Numeracy; Fluency; Literacy; Mathematics education; Psychology; Quality (philosophy); Cote d ivoire; Medical education; Pedagogy; Medicine; Humanities","retraction":null,"screen_n_in":null,"score":{"opus":0.03327507019158376,"gpt":0.430693260031891,"spread":0.3974181898403072,"validation_status":"score_only:v0-immature-baseline"},"prediction":{"model_version":"codex-gemma-dda1882f352a","candidate_categories":[],"consensus_categories":[],"category_scores_codex":[0.001864004,0.0001465207,0.0002570818,0.001240588,0.000232195,0.0002725683,0.0004568138,0.0001119326,0.0001676012],"category_scores_gemma":[0.0008090453,0.0001232922,0.00005138682,0.0009262161,0.001784273,0.0001017257,0.0002537712,0.001817178,0.00001273318],"about_ca_system_candidate":true,"about_ca_system_consensus":false,"about_ca_system_score_codex":0.0009140468,"about_ca_system_score_gemma":0.008907025,"about_ca_topic_candidate":false,"about_ca_topic_consensus":false,"about_ca_topic_score_codex":0.003155326,"about_ca_topic_score_gemma":0.001432252,"domain_scores_codex":[0.9969958,0.00031377,0.0003255196,0.0002690346,0.001662376,0.000433479],"domain_scores_gemma":[0.998617,0.0004003216,0.0002274821,0.0001379686,0.000368986,0.0002482698],"domain_codex":null,"domain_gemma":null,"domain_candidate":null,"domain_consensus":null,"study_design_codex":"observational","study_design_gemma":"observational","study_design_scores_codex":[0.0003151528,0.0005985955,0.8946179,0.00005766678,0.0001440778,0.00002450394,0.01734964,0.00009137124,0.0000564227,0.003512779,0.004711273,0.07852066],"study_design_scores_gemma":[0.000800524,0.001120693,0.9151616,0.0009500053,0.00001634327,0.00003775541,0.05353489,0.000009637799,0.0001207842,0.02343214,0.004463197,0.000352465],"study_design_candidate":"observational","study_design_consensus":"observational","genre_codex":"empirical","genre_gemma":"empirical","genre_scores_codex":[0.9867475,0.0001858026,0.000001258095,0.008518416,0.0002414034,0.000369059,0.00001406869,0.00001323581,0.003909241],"genre_scores_gemma":[0.9984592,0.0003725753,0.000393252,0.00005597865,0.0002040167,0.0000606432,0.0000292331,0.00001627309,0.0004087884],"genre_candidate":"empirical","genre_consensus":"empirical","teacher_disagreement_score":0.07816819,"threshold_uncertainty_score":0.9967116,"prediction_status":"machine_predicted_unvalidated"},"labels":[],"label_agreement":null}]}